DATES: Monday, Tuesday, Wednesday – August 27, 28, 29 2012 9:00 AM – 3:00 PM
Three 2-hour sessions in Fall- September 27, October 25, November 15 3:00 AM – 5:00 PM
COURSE DESCRIPTION This course will present strategies for teaching the research process and associated skills to students at the middle and high school levels. Topics addressed will include the design of effective research assignments, comparing different research models, skills to support effective research, and print/online tools to support steps of the research process.
At the conclusion of instruction, all participants adapt one of their courses to incorporate lessons in specific research skills. Three follow up sessions will include discussion and evaluation of these lessons in the classroom.
COURSE OBJECTIVES
This course will prepare participants to:
Identify the elements of a successful research assignment, and common pitfalls of student research
Compare three models of the research process
Outline individual skills to support each step of the research process
Integrate technology to support research lessons
Design and teach effective mini-lessons and comprehensive research units
Incorporate research skill instruction into course curriculum design
Day 1- Monday, August 27 Introductions Brainstorming: Successes and hurdles teaching research Putting ourselves in our students’ shoes: Testing a research assignment What are the characteristics of a good research assignment?
Homework:
Designing Effective Research Assignments - Read the following articles:
Student reflections: On "Day One" page, click discussion link at top of the page. Please write a reflection on the following topics: 1. Where in the research process do your students struggle most? How would you modify your instruction/assignments to help students move beyond these challenges?
2. What did you like/dislike about the different high school and college websites? Would you use any of them with your class, why or why not?
Day 2: Tuesday, August 28 Review homework Models of the research process Scaffolding each step of the research process Demo lesson Designing lessons to support specific research skills
Homework:
Review and comment on one posted lesson plan from today, using discussion link at the top of the Research Assignments page on this wiki. Please name the lesson in the subject line of your post.
Each student will be assigned a research skill. Please create a lesson that teaches this skill, and post the lesson to the wiki, using this lesson plan template. Prepare to teach this lesson (or a key portion of the lesson) in class tomorrow. Please limit your presentation to 10-15 minutes. You don’t need to reinvent the wheel: feel free to adapt a lesson you already use or are familiar with.
Read:Sommers, Nancy. "Between the Drafts: Nancy Sommers's Teaching Journal." Hackerbooks.org. Bedford/St. Martin's, 2011. Thinking About the Research Paper
Day 3: Wednesday, August 29
Review homework The research proposal Demonstrations of research lessons Designing a year-long plan for teaching research Using technology to support teaching research
Assignment: Begin final assignment (see below)
Fall Class Meetings Dates: September 27, October 25, November 15, 3:30 – 5:00 pm
Each meeting to include: Case studies on teaching research presented by course participants Feedback on case studies Discussion of lesson plan/curriculum revisions Resource sharing
Research Scope and Sequence: Choose one year-long or semester-long course that includes research assignments. Draft a comprehensive plan for teaching research in this course. Include:
Identification of research skills to be taught, setting priorities
Timeline for teaching research skills aligned with course content and assignments
Lesson plans for all research skills taught
Research assignments developed according to guidelines for developing quality research assignments
Integration of research proposal in research assignments
Needs/plans for collaboration with librarians, ed. tech. etc.
What you would like to see posted online as support materials (e.g. tutorials, links, etc.)
Plan for integrating technology in research lessons
Students will post draft research curriculum plan, including assignments and specific research lessons, to wiki.
Each student will be assigned a partner for peer review. Each reviewer will post feedback for their partner on the wiki.
Draft curriculum plan due September 15, to be piloted/revised fall semester 2012
Final curriculum plan due December 20
ATTENDANCE Participants are expected to attend all sessions, participate in class discussions, and complete all assigned work. Each student is responsible for all material covered in class and for completing all requirements whether the student is present in class or not. If a student must unavoidably miss a class, please inform an instructor by email prior to class.
GRADING Class Participation (Posted Reflections and In-Class Participation) – 20%
Lesson Plans – Uploaded to Wiki and presented in class - 20%
Fall Classes: Case presentations on implementation – 20%
INSTRUCTORS: Bridget Knightly and Shelley Mains, BHS Library
E-MAIL ADDRESS: Bridget_Knightly@brookline.k12.ma.us, Shelley_Mains@brookline.k12.ma.us
Course Wiki: http://guidedresearchprocess.wikispaces.com/home
DATES: Monday, Tuesday, Wednesday – August 27, 28, 29 2012
9:00 AM – 3:00 PM
Three 2-hour sessions in Fall- September 27, October 25, November 15
3:00 AM – 5:00 PM
COURSE DESCRIPTION
This course will present strategies for teaching the research process and associated skills to students at the middle and high school levels. Topics addressed will include the design of effective research assignments, comparing different research models, skills to support effective research, and print/online tools to support steps of the research process.
At the conclusion of instruction, all participants adapt one of their courses to incorporate lessons in specific research skills. Three follow up sessions will include discussion and evaluation of these lessons in the classroom.
COURSE OBJECTIVES
This course will prepare participants to:
INSTRUCTIONAL OUTLINE
Prior to Day 1, students will review:
Owen, Patricia. "A Transition Checklist for High School Seniors." School Library Monthly. 26.8 (2010): 21-23. http://lgdata.s3-website-us-east-1.amazonaws.com/docs/1649/295695/Owen_article.pdf
Kolowich, Steve. "What Students Don't Know." Inside Higher Ed. August 22 (2011)
http://www.insidehighered.com/news/2011/08/22/erial_study_of_student_research_habits_at_illinois_university_libraries_reveals_alarmingly_poor_information_literacy_and_skills
Day 1- Monday, August 27
Introductions
Brainstorming: Successes and hurdles teaching research
Putting ourselves in our students’ shoes: Testing a research assignment
What are the characteristics of a good research assignment?
Homework:
Designing Effective Research Assignments - Read the following articles:
Maryellen, Weimer, ed. Keys to Designing Effective Research and Writing Assignments. Madison: Magna Publications, Inc.http://lgdata.s3-website-us-east-1.amazonaws.com/docs/1649/295696/report-keys-to-designing-effective-writing[1].pdf (Read all the articles if possible. Please focus on those most relevant to your teaching needs.)
Caldwell, Jody. "Designing Assignments to Develop Information Literacy Skills." Drew University Library. Drew University, n.d.
http://www.users.drew.edu/~jcaldwel/assign.html
Presenting the Research Process to Students - Explore the following websites:
"Conducting Research." Purdue Online Writing Lab. Purdue University, 2012. Web. 17 Jul 2012.http://owl.english.purdue.edu/owl/section/2/8/
Samuels, H.. "CRLS Research Guide." Cambridge Rindge and Latin High School. Cambridge Public Schools, 2011
http://www.crlsresearchguide.org/00_Introduction.asp
"The Seven Steps of the Research Process, Grades 7-12" Olin & Uris Libraries. Cornell University, 2012. Web. 21 Aug 2012.
http://olinuris.library.cornell.edu/ref/research/skill1.htm
Valenza, Joyce."Spartan Guides: The Research/Inquiry Process." Springfield Township High School, 2012. Web. 21 Aug 2012.
http://sdst.libguides.com/researchtools
InfOHIO, "Ask Act & Achieve." . InfOHIO, 2012. Web. 23 Aug 2012.
Infohohio Ask, Act and Achieve
DRAFT BHS Research ProcessFocus on steps 1-4
Optional: Models of the Research Process : Become familiar with some popular models of research:
McDonald, Cynthia, and Rob Darrow. "Information Literacy Models and Comparison Chart." Infopeople.org. K-12 Information Literacy in the Digital Age, 2003.http://infopeople.org/sites/all/files/past/2004/k12infolit/handout_infolitmodels.pdf
Callison, Danny and Annette Lamb. "Information Search and Use Models.” Information Age Inquiry. . School of Library and Information Science, Indiana University, 2011.
http://virtualinquiry.com/inquiry
Student reflections: On "Day One" page, click discussion link at top of the page. Please write a reflection on the following topics:
1. Where in the research process do your students struggle most? How would you modify your instruction/assignments to help students move beyond these challenges?
2. What did you like/dislike about the different high school and college websites? Would you use any of them with your class, why or why not?
Day 2: Tuesday, August 28
Review homework
Models of the research process
Scaffolding each step of the research process
Demo lesson
Designing lessons to support specific research skills
Homework:
Thinking About the Research Paper
Day 3:
Wednesday, August 29
Review homework
The research proposal
Demonstrations of research lessons
Designing a year-long plan for teaching research
Using technology to support teaching research
Assignment: Begin final assignment (see below)
Fall Class Meetings
Dates: September 27, October 25, November 15, 3:30 – 5:00 pm
Each meeting to include:
Case studies on teaching research presented by course participants
Feedback on case studies
Discussion of lesson plan/curriculum revisions
Resource sharing
Final Assignment:
Read: Reintroducing Students to Good Research, Barbara Fister, Lake Forest College
http://homepages.gac.edu/~fister/LakeForest.html
Research Scope and Sequence: Choose one year-long or semester-long course that includes research assignments. Draft a comprehensive plan for teaching research in this course. Include:
ATTENDANCE
Participants are expected to attend all sessions, participate in class discussions, and complete all assigned work. Each student is responsible for all material covered in class and for completing all requirements whether the student is present in class or not. If a student must unavoidably miss a class, please inform an instructor by email prior to class.
GRADING
Class Participation (Posted Reflections and In-Class Participation) – 20%
Lesson Plans – Uploaded to Wiki and presented in class - 20%
Fall Classes: Case presentations on implementation – 20%
Final Assignment: Research curriculum assignment: